Illusory Intelligences
Bibliographic Data
| ID | 11952227 |
|---|---|
| Authors | John White (0000-0002-5684-1461, University of London, corresponding author) |
| Year | 2008 |
| Volume | 42 |
| Issue | 3-4 |
| Pages | 611-630 |
| Publication date | 2008-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Philosophy of Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8249 • E-ISSN: 1467-9752 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/j.1467-9752.2008.00643.x |
| OpenAlex | W4244558554 |
| Language | EN |
| Citations received | 2 |
| References cited | 5 |
Howard Gardner's theory of Multiple Intelligences has had a huge influence on school education. But its credentials lack justification, as the first section of this paper shows via a detailed philosophical analysis of how the intelligences are identified. If we want to make sense of the theory, we need to turn from a philosophical to a historical perspective. This is provided in the second section, which explores how the theory came to take shape in the course of Gardner's intellectual development. The third section looks at changes in the theory since its inception in 1983 and at problems with its applications to education. The paper concludes with a response to Gardner's critical comments on the argument to this point
Argument (complex analysis · Education theory · Epistemology · Higher education · Intellectual development · Pedagogy · Perspective (graphical · Philosophy of education · Point (geometry · Political science · Section (typography · Sociology · Theory of multiple intelligences · Computer Science · Education and Critical Thinking Development · Law · Philosophy · Psychology
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,14 |
| Citation span | 2012 - 2024 (13) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |